Adaptation and Validation of The Teachers’ Conceptions of Assessment (TCoA-III) Questionnaire
DOI:
https://doi.org/10.23925/2175-3520.2025i58p127-139Keywords:
Conceptions, Assessment, Teacher, Education, Factor AnalysisAbstract
The aims of this work were: 1) to carry out a literature review about the Teachers’ Conceptions of Assessment (TCoA-IIIA) questionnaire and 2) to adapt and collect evidence sources of validity of TCoA-III for Brazilian reality. As for review of literature, we found four major groups of teachers’ assessment conceptions: 1) improvement; 2) school accountability; 3) student’s accountability; 4) irrelevance. We analyzed a total of 25 international studies that used TCoA-III. Regarding the empirical study, elementary school teachers were the articipants (N=179; 110 women and 69 men; age M=37.6 years old, SD=10.5). We performed an Exploratory Factor Analysis, and the results suggest a factorial structure different for the Brazilian TCoA. We developed several analyses, excluding 28 items that proved problematic. The final model showed a good adjustment (CFI= .960; RMSEA= .067; SRMR = .045) and four factors: 1) improvement; 2) improvement-teaching; 3) ignore-irrelevance; and 4) student accountability.
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